Local Studies

  The study of Austria, I., Ignacio, A., Mirandilla-Santos, M.G. & Yu, W. (2020) During
COVID-19 pandemic, caused by the novel coronavirus SARS-CoV-2, emerged in 2019
and quickly spread worldwide. The government closed all public and private schools in
March 2020 to prevent the spread of the virus among students, teachers, and staff.
Alternative learning modalities such as online classes and modular learning were
implemented to ensure educational continuity. The decision to reopen schools has been
based on ongoing assessments of the local COVID-19 situation and guidance from
health authorities. It's important to refer to official government sources for the most up-
to-date information. E-learning initiatives and technology-enabled platforms are being
used worldwide to facilitate remote learning during stay-at-home and social distancing
measures. Two main approaches are employed: synchronous and asynchronous
instructional delivery. Synchronous instruction involves real-time interaction, while
asynchronous instruction allows for self-paced learning. Both approaches have
advantages and considerations, and educators can choose a combination or hybrid
model based on resources, technological infrastructure, and student preferences. E-
learning enables educators and students to continue learning remotely with the help of
technology. The closure of schools and the implementation of alternative learning
modalities, such as online classes and modular learning, to ensure educational
continuity, along with the use of e-learning initiatives and technology-enabled platforms
for remote learning worldwide, have been significant developments in the education
sector. These modalities have been particularly relevant during the COVID-19
pandemic. Additionally, the paragraph highlights the two main approaches of
synchronous and asynchronous instructional delivery. In the context of a comparative
study on online and traditional classroom settings, this information provides valuable
background for the research. The study aims to explore the specific outcomes of online
classes during the pandemic, focusing on factors such as student engagement,
academic performance, and overall achievement. By assessing how the transition to
online learning, influenced by synchronous and asynchronous approaches, has
impacted students' learning experiences and outcomes compared to traditional
classroom settings, the study aims to provide insights into the effectiveness of different
instructional modalities in ensuring educational continuity.
Foreign Studies

The study of Anne-Mette N., Anne Kristine P., Søren Hattesen B. (2018) The
importance of establishing links between different learning activities and
environments in e-learning and blended learning. This involves connecting online
and offline activities and integrating campus-related and practice-related
experiences. By integrating diverse learning methods and creating meaningful
connections between virtual and physical learning, positive effects on learning
outcomes and student engagement can be achieved. For example, incorporating
online discussions or simulations and then relating them to real-world applications
during face-to-face sessions enhances comprehension and application of
knowledge. The review questions the relevance of research solely focused on
comparing learning formats. It argues that teaching and learning are intricate
processes influenced by various factors beyond the format itself. Factors like the
presence of instructors, student interactions, and the design of learning activities
play significant roles in shaping the learning experience. When comparing online
and traditional classroom settings, it is important to go beyond the format itself.
Factors like instructor presence, student interactions, and activity design have a
significant impact on the learning experience and outcomes, as highlighted in the
review. Integrating diverse learning methods and creating meaningful connections
between virtual and physical learning can have positive effects on learning
outcomes. Incorporating interactive online discussions, simulations, or real-world
applications in online classes enhances understanding and application of
knowledge. Similarly, offline classroom settings offer direct engagement, immediate
feedback, and hands-on learning opportunities. To assess the impact of online
classes on learning outcomes, considering the design of the online learning
environment, level of interaction among students and instructors, and integration of
online and offline components is crucial. This comprehensive approach, as
recommended by the review, provides valuable insights into the comparative
effectiveness of online and traditional classroom settings on student learning
outcomes.